國小二年級學生在數值線段上的數字估計能力與數學學習成就之相關研究
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Date
2016-04-??
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台灣數學教育學會、國立臺灣師範大學數學系共同發行
Department of Mathematics, National Taiwan Normal UniversityTaiwan Association for Mathematics Education
Department of Mathematics, National Taiwan Normal UniversityTaiwan Association for Mathematics Education
Abstract
本研究的目的在了解國小二年級學生在數值線段上的數字估計能力，並探討其與數學學習成就的相關性。研究樣本為桃園市某國小二年級學生137人，並以「數字估計任務」及「學齡階段數學能力測驗」收集研究資料，其中數字估計任務分為數字對位置任務（NP task）及位置對數字任務（PN task）。研究結果發現：（1）二年級學生在數值線段上估計0-100的數量表徵已達到線性表徵，且學生在PN task的表現優於在NP task的表現；（2）二年級學生的數字估計能力與數學學習成就具有顯著的相關性；（3）數字估計能力中的NP task表現能預測數學學習成就13%的解釋力，且解釋力達統計意義，顯示NP task表現能有效的預測二年級學生的數學學習成就測驗成績。
The purposes of this study were to investigate second graders’ number-line estimation ability as well as to explore the relationship between their number-line estimation ability and mathematical achievement. The participants in this study were 137 second graders of an elementary school in Taoyuan City, Taiwan, and a number-line estimation task (including number-to-position and position-to-number tasks) and a mathematical achievement test were used as examining tools. The results of this study are as follows. First, on a 0-100 number line, the second graders’ estimates fit the linear model. Significant differences were observed between the number-to-position and position-to-number task results. The students’ estimation ability in the position-to-number task was superior to that in the number-to-position task. Second, significantly positive correlations between number-line estimation ability and mathematical achievement were observed. Finally, the ability to complete a number-to-position task explained 13% of the variance in the students’ mathematical achievement; thus, it can predict students’ mathematical achievement.
The purposes of this study were to investigate second graders’ number-line estimation ability as well as to explore the relationship between their number-line estimation ability and mathematical achievement. The participants in this study were 137 second graders of an elementary school in Taoyuan City, Taiwan, and a number-line estimation task (including number-to-position and position-to-number tasks) and a mathematical achievement test were used as examining tools. The results of this study are as follows. First, on a 0-100 number line, the second graders’ estimates fit the linear model. Significant differences were observed between the number-to-position and position-to-number task results. The students’ estimation ability in the position-to-number task was superior to that in the number-to-position task. Second, significantly positive correlations between number-line estimation ability and mathematical achievement were observed. Finally, the ability to complete a number-to-position task explained 13% of the variance in the students’ mathematical achievement; thus, it can predict students’ mathematical achievement.